Análise da influência das características sociodemográficas e dos fatores ocupacionais do burnout em docentes do magistério superior

Abstract

This study aims to analyze how sociodemographic characteristics and occupational factors influence the development of Burnout syndrome among higher education teachers, with an emphasis on the reality of professionals working in the Sertão region of Alagoas. The interest in the topic arose from the observation of a growing scenario of emotional exhaustion, interpersonal distancing and a feeling of ineffectiveness reported by teachers in the region. The research is based on a quantitative design, through the application of a structured questionnaire, composed of 28 questions, prepared based on studies and systematic reviews that address Burnout syndrome in educational contexts. The instrument was subjected to validation by experts through the Content Validity Index (CVI), reaching an overall value of 0.975, and to reliability analysis using Cronbach's Alpha coefficient, which resulted in 0.79, which indicates good internal consistency of the items. The research sample consisted of 56 teachers linked to a federal institution located in the Sertão region of Alagoas. Data analysis was performed using R statistical software, using normality tests (Shapiro-Wilk), nonparametric tests (Mann-Whitney and Spearman) and binary logistic regression model. The results showed that high workload is significantly associated with emotional exhaustion, one of the pillars of Burnout, while the perception of institutional support proved to be a protective factor. The regression analysis indicated that teachers who perceive greater support from the institution are 57% less likely to develop emotional exhaustion. It was also observed that even teachers who did not report high levels of stress were at risk of Burnout, according to the applied predictive model, which reinforces the importance of preventive diagnostic tools. In addition to the objective aspects, it was identified that the regional reality exerts a significant influence on Burnout indicators. Factors such as distance from family members, limited infrastructure, work overload and lack of institutional and interpersonal recognition directly impact the emotional health of teachers. The findings reinforce the need for educational managers to consider policies aimed at valuing teachers, strengthening institutional support, and promoting work-life balance. The conclusion is that, more than treating symptoms, it is necessary to create sustainable strategies to preserve the mental health of educators, especially in regions where challenges go beyond the classroom walls.